Course Syllabus
Contact Information
Program Context
College of Education Mission
The mission of the college of education is to promote inquiry that fosters democratic life and is fundamental to productive activity in the interrelated areas of teaching, research, and service in a multicultural society.
EACS Mission
The mission of the Educational Administration, Curriculum and Supervision (EACS) Program Area is to promote critical inquiry that addresses important issues relating to teaching, learning, and leadership so that service and collaboration among colleagues and the professional communities may be enhanced.
The curriculum presented in this course is under-girded by a dynamic knowledge base that reflects current and recommended practices as examined through basic and applied research. The EACS graduate should be able to transfer theory and research into practice and to analyze practice through theory and research. To this end, theory, research, and practice are viewed as reciprocal and equal in developing and refining program area offerings. The politics of education curriculum is vertically and horizontally articulated, allowing students the opportunity to study both the broader area of leadership and an area of emphasis as they become proficient in understanding, applying, and conducting research - both formally, as scholar leaders, and informally, as informed practitioners through action research. The curriculum provides the conceptual and philosophical bases of continuing education as students develop specified competencies.
The EACS faculty recognize the unique learning needs of our adult students. Accordingly, the faculty encourage learning through the utilization of a variety of instructional approaches (e.g., lecture, discussion, large and small group work, computer and non-computer simulation, site visitations, and interactions with practitioners to properly engage students in learning. Further, the faculty of EACS recognize that as an outgrowth of its conceptual framework there are knowledge bases accepted by learned societies such as NELP, NPBEA, SRCEA, and UCEA.
Within these accepted-yet-evolving knowledge bases, some competencies and skills may also be applied in regulated field experiences, such as internships and practicum. The competencies and skills evolve (broadly) around the following: developing, articulating, implementing, stewarding, and promoting community involvement in developing a vision; promoting positive school culture; providing effective instructional program, applying best practices to student learning, and designing comprehensive professional growth programs; managing the operations and resources in the organization; collaborating with families and other community groups, responding to community interests and needs; mobilizing community resources; acting with integrity and ethically; understanding and responding to and influencing the larger context.
Course Details
Course Description
This course will give you the requisite leadership skills and knowledge needed to become an outstanding school instructional leader. Therefore, part of the course content will focus on those qualities that will prepare you to become a dynamic leader who has the capacity to build positive relationships with teachers that will earn their trust that will give you the influence needed to lead them.
All aspects of this course are to help you develop the skills necessary for effective supervision of instruction while exploring the theoretical underpinnings of the knowledge base of the field of supervision-past, present, and future. The course focuses on instructional leadership, supervision of classroom performance, and the relationships of instructional procedures to the processes of observation and conferencing following a variety of supervisory/observational methods that offer both technical and developmental support for teacher professional growth and instructional improvement.
Course Materials
- Nolan, F., James & Hover, A. Linda. (2011). Teacher supervision and evaluation: (3rd ed.). Hoboken, N.J: John Wiley and Sons
- Jones, John R. (2021). Instructional Leadership Resource Guide: University Press, University of Oklahoma.
Grades
Breakdown
| Activity | Description | Points |
|---|---|---|
| Article Reviews |
This course requires you to read and research what relates to supervision and evaluation of instruction. |
50 points (2 × 25 points each) |
| Peer Observation | Using the Tool for Observation of Peers (TOP) ask four teachers to peer observe each other while they are teaching. | 100 points |
| Teacher Assessment of Principal | Everyone is to administer the How Teachers Rate Their Principals Form to five teachers. Each group is to analyze/disaggregate the data and prepare a written document explaining the significance of the data. | 100 points |
| Clinical Observation Project |
This activity will require candidates to spend a minimum of 15–20 hours in the field working with teachers in a school. |
100 points |
| Total | 350 points |
Scale
A: 117 – 130
B: 104 – 116
C: 91 – 103
D: 78 – 90
Course Components
Assignment One: Article Review/Discussion and Presentation (2 articles)
This course requires you to read and research what relates to supervision and evaluation of instruction. Therefore, you are to review the relevant research/literature and make an oral presentation of your findings and write a scholarly 2-3-page paper regarding the three following areas:
- Clinical Supervision – Jones article
- Collaborative/peer observation
Use APA 6th edition as you prepare your papers. Discuss your findings and the major points associated with each article. Explain how these points and your findings could be incorporated in your school or district setting to improve the overall performance of teaching.
Assignment Two: Peer Observation Tool (Group Activity)
Using the Tool for Observation of Peers (TOP) ask four teachers to peer observe each other while they are teaching. Make sure they understand this is a class assignment and is strictly voluntary. It is strongly advised that your principal be involved in this process; at least she/he should know what you are doing. Once completed you will have four sets of data. Each group will prepare a written document (4-5 pages) and a presentation of the data for the class using power-point and share with the class the overall findings and impressions of faculty involved in this project. How do they feel about observing each other, what do the data reveal, and other overall impressions?
- NELP Standards assessed:
- 1.2 Students understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation.
- 2.1 Students understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.
- 4.1 Students understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs.
- 4.2 Students understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.
- 4.4 Students understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
- 6.1 Students understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
Assignment Three: Teacher Assessment of Principal (Group Activity)
Everyone is to administer the “How Teachers Rate Their Principals Form” to five teachers. Each group is to analyze/disaggregate the data and prepare a written document explaining the significance of the data. Are there any significant items that seem to be consistent among teachers’ perceptions? Names of teachers and principals will not be disclosed, and at the same time, it is best if you distribute the document to teachers who have been at other places allowing them to rate previous principals. Be prepared to present your findings to the class in a 15 to 20-minute oral presentation using technology and demonstrate what the data say and how it can be interpreted to assist principals in improving their instructional and overall leadership skills. This should be no more than a five-hour practicum. Use APA style as you prepare the written 4-5-page document that discusses your overall findings. This should be no more than a five-hour practicum.
- NELP Standards assessed:
- 1.1
- 1.2
- 2.1
- 4.1
- 4.2
- 6.1
Assignment Four: Clinical Supervision Project (Individual Assignment)
A teacher’s main duty is to preside over classroom activities and ensure that learning takes place according to the aims and objectives of the lesson. While it is believed that in general, teachers do an excellent job, continued supervision is necessary to not only maintain standards but also to ensure that students continue to be exposed to improved teacher instruction.
The success of a school depends on supervision, which according to Glickman et al (2015), "is the function in schools that draws together the discrete elements of instructional effectiveness into whole-school action". This whole-school action must, therefore, involve the principal who is expected to take the lead in providing the kind of collegial atmosphere which makes for good governance and ultimately, good teacher instruction.
The principal must be a facilitator, but most importantly, must be seen as the instructional leader who believes in teachers and must be willing to spend considerable time helping them improve their overall quality of instruction. The principal must recognize and believe that “instruction is the heart of learning”. Therefore, it is imperative that all schools provide effective instruction for all students. To ensure this happens, principals must work with teachers in a collegial manner to move instruction from what is ineffective to what is effective. Those principals who want to improve all facets of instruction and can provide expert assistance use clinical supervision.
Course Policies
Communication
The best way to communicate with professors is through canvas/email. The instructor will work to respond as quickly as possible.
Late Policy
All work must be turned in on time. Any late work will receive half credit. Work more than a week late will receive no credit. If problems arise, please let the instructor know.
Written Assignments
All written assignments must be graduate quality. I will not correct your work for errors. You must do this yourself or find someone to assist you. If major errors are found all papers will be returned for correction. Use APA style as a reference for writing style and when referencing a work.
University Academic Policies and Student Support
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Online Library
Access digital materials and other resources at OU Libraries.
Academic Misconduct
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
It is the responsibility of each student to be familiar with the definitions, policies, and procedures concerning academic misconduct. The Student Code is available from the Office of the Vice President for Student Affairs and is contained in the Student's Guide to Academic Integrity.
This site also defines misconduct, provides examples of prohibited conduct, and explains the sanctions available for those found guilty of misconduct.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
Reasonable Accommodation for Disabilities
The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities. Students with disabilities who require accommodations in this course should contact their professor as early in the semester as possible.
Students with disabilities must be registered with the Disability Resource Center before receiving accommodations in this course.
If you have a disability and you would like to request reasonable accommodation, please see the Graduate Student Handbook or get in touch with the Accessibility and Disability Resource Center.
Adjustments for Pregnancy/Childbirth Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. Please contact the Sexual Misconduct Office at 405-325-2215 (8-5, M-F) or OU Advocates at 405-615-0013 (24/7) to learn more or to report an incident.
Religious Holidays
It is the policy of the University to excuse absences of students that result from religious observances and to provide for the rescheduling of examinations and additional required classwork that may fall on religious holidays without penalty. It is the responsibility of the student to make alternate arrangements with the instructor at least one week before the actual date of the religious holiday.
Copyright Policy
It is illegal to download, upload, reproduce, or distribute any copyrighted material, in any form and any fashion, without permission from the copyright holder or his/her authorized agent. The University of Oklahoma expects all members of its community to comply fully with federal copyright laws. If such laws appear to have been violated by any user, the university reserves the right (1) to terminate that user’s access to some or all of the university’s computer systems and information resources and (2) to take additional disciplinary actions as deemed necessary or appropriate. Repeat offenders will be sanctioned and their privileges terminated.
Registration and Withdrawal
If you choose to withdraw from this course, you must complete the appropriate University form and turn the form in before the deadline. If you stop attending the course and doing the coursework without doing the required paperwork, your grade will be calculated with missed homework and examination grades entered as zero. This could result in receiving a grade of F in the course. Deadlines are shown in the Academic Calendar, which is available from the Office of the Registrar.
Student Grievances
In addition to any policies outlined related to submitting an informal or formal grievance by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook for more information about the process of submitting a formal grievance.
Course Summary:
| Date | Details | Due |
|---|---|---|